In this episode, Amanda Werner and Adrian Martinca discuss the fundamental contradictions faced by educators and parents in preparing children for a future dominated by AI. They delve into the disparities between current educational goals and real future job prospects, emphasizing the potential obsolescence of many professions due to automation. The conversation stresses the importance of focusing on children’s mental health, sense of purpose, and emotional intelligence as the bedrock of education. Drawing on personal anecdotes and larger societal observations, they argue for a shift towards a purpose-driven, family-oriented learning environment, urging educators to pivot from material-based education to nurturing the human soul. The episode concludes with calls for grassroots efforts and community engagement to bring about this transformative change.
Timestamps
00:00 Defining Reality in Education and Technology
00:39 The Impact of AI on Jobs and Education
01:27 The Future of Work and AI’s Role
02:23 Current Education System Challenges
03:15 AI’s Influence on Everyday Jobs
05:22 The Role of Feelings in Education
05:53 A Personal Story: The Birth of a Vision
08:32 Mental Health and the Purpose Economy
18:41 Homeschooling and Alternative Education
20:52 The Future of Education and Personal Development
23:20 The Value of Waking Up
23:37 Concerns About Money and Education
25:14 Future of Work and Family Life
27:28 Addressing Inequality and Homelessness
28:36 AI’s Impact on Education and Jobs
34:06 Preparing for a New Economy
39:29 The Role of Community and Kindness
42:21 Conclusion and Final Thoughts
Resources
Transcript
Adrian: [00:00:00] As an educator and as a parent, how would you define the things that are that’s real and that’s not real? See what I mean? Like, I think, I think a huge, huge issue that’s happening in, in the conversations that I’ve been having is that many times is that people are talking about a future that, in my mind as a technologist that’s been in this so long isn’t real like that, that future’s not gonna happen.
I think in our last podcast we talked about it was. You are preparing kids for the work and getting them to be like X, y, Z. Right? But, and teaching ’em AI literacy or whatever, for example. Right? But simultaneously, in the normal economy, AI is replacing tens of thousands of jobs. So by the time this child’s gonna be in the workforce, they’re not gonna actually have a job.
So we’re, we’re preparing them for nothing. Yeah. See what I mean? It’s like, not re like and. And I think there has to be like a foundation of [00:01:00] like what is real in essence of the future we’re heading into and what is not real in the future that we’re heading into because we are negating the material economy.
So I think if we were, if our intention was to paint a picture of the future, I think there, there has to be some foundation of like comfortably defining what is and what isn’t real. You know, through some basic introspection, I guess. Right? So, so like, like for example, if, if AI currently is on a fast track to being able to fulfill digital jobs, like customer support, sales analyzing, like cat scans, MRIs like dah, dah, dah, dah, and then you’re like, okay, you can ask ai.
I was like, about how many jobs involved? I literally asked this like six months ago when I started. Getting incredibly like over overwhelmed with the visions of the, of the future of what’s happening. I was like, if I [00:02:00] am an employee that fulfills my job over a screen. And AI is exponentially welcome, the Empower Students Now
Amanda: podcast.
A podcast about equity, neurodiversity, mindfulness and student engagement. There’s a lot that needs, needs to change in our education system. For good news is teachers have the power to make these changes. Said something like
Adrian: crazy, like 80%.
Amanda: Well, and I think when you’re asking like what’s real and what’s not real, my mind immediately goes to, well, what’s happening right now and what’s hap what’s happened in the recent past, right?
Like within the last few years. And one thing that I was TA thinking about too, ’cause you’re talking about all these. Uh, professions that require degrees, which is what our students are working towards. They’re working towards graduating high school. This is right now, yes, to then go on to college to then get a degree.
And that is [00:03:00] supposedly going to guarantee that you have an income that’s gonna support you and your family and none of that is guaranteed anymore. And like even. Professions that don’t require a degree are getting replaced. Like I’m thinking about going to the grocery store and all of these self checkout, you know?
Yeah. Is that ai like, like grocery store cashiers?
Adrian: Yeah. Like those Amazon stores computers.
Amanda: It’s, it’s cash registers, right. Are being replaced by. Machines. Um, but what were you saying?
Adrian: I was, I was extrapolating to what you said to the Amazon stores. Yeah. But there’s no human at all. And just, and no cash registers, just AI manages the surveillance system and automatically charges you based on your face to your Amazon card.
Wow. So when you walk in and just knows who you are and it just automatic, like when you take something off the shelf, [00:04:00] it automatically gets removed on your card. If you put it back, the money goes back on your card. You know, it’s like a fully, fully non-human, non-human thing.
Amanda: Yeah. And, and so, but as we
Adrian: were talking, no, sorry, go on.
Amanda: Well, I was just gonna say like, I think a lot of people are. They’re not in denial anymore, especially with this advent of AI chatbots and just how fast things have changed and infiltrated schools and you know, like I said in our last episode, I felt like that was Google Apps for Education and now it’s Oh, true.
You know, chat GBT and Gemini and, and just Google in general. Um, yeah. And all of these. Like really cool educational apps that teachers have access to. It’s almost, it’s overwhelming all the technology that’ll that, yeah. A lot of schools, even low income schools have access to because they’re Title one and so they get extra funding.
Well, [00:05:00] they used to get, yeah, and I don’t know anymore about the Department of Education and how that funding’s gonna work, but I think a lot are in denial or like we don’t understand how to change things. How do we help kids? How do we transform education to Yeah. Match what’s happening, you know? And, and I feel like Adrian, help us, like, give us the vision of the future, of, of the pathway to empowering kids through all of these crazy transitions.
Adrian: Okay. So, so in that, in that, I think for the purpose of that conversation, for it to be effective. And also for it to align with where we’re heading the guiding star for. For it would be, it’s fun. It’s funny is, is how our children feel. Did I tell you that story When my son was born? No.
Amanda: What happened? No.
Tell me this story.
Adrian: And it was the craziest thing. So it was the first night [00:06:00] that he was, he was little. It was just like the, he was born, we were in the hospital and I fell asleep with him in my arms and um.
And this like angel shows up out of nowhere. It was in the hospital still. So it was like, it was a semi, like a vision slash like dream, whatever. I was asleep. Right? Yeah. But, and she like looks at me and for some reason, all of a sudden I have my dream guide in my hand and she slaps the dream guide out of my hands.
She’s like, it’s not about the dream guide, it’s about how our children feel. Right. And then, and as we’ve been talking, me and you. I had this realization ’cause because I’m like, you know, talking about jobs, the economy and all these things, like fundamentally there is so much subjective, opinion-based perspective in all of this stuff that.
There has to be a, a central guideline, you know, that, [00:07:00] that we all abide by to be able to formulate this vision, right? And that, and that one fundamental thing has to be something that we all agree upon. That way we’re forming the same perspective as, because if we’re gonna all align and align the entire education system and drive a massive inter, I call, I want to call it an intervention, not a, not like a reformation or revolution or whatever, like an intervention with, into.
Our own selves. ’cause technology is a mirror. Really. Then how our children feel is essentially that guiding star. Right? Because, because if you look at it that way, then, then, then I’m gonna approach it. Okay. So, so right now I’m gonna, my, my child is learning x. Then I have to take a, a moment because I do not want my child to feel false hope, for example, right.
Or to be learning something that, that they ended up feeling like they wasted their time or something was put in their head, whatever. So, so I’m like, okay, well [00:08:00] if currently there realistically isn’t a way where we can a hundred percent guarantee that what we are teaching our children and how we’re teaching them.
Is going to align with the future that AI is actively rebuilding around us. Then I have to focus on what it means to maintain and protect their sense of purpose. Because their sense of purpose is their desire to live right. And that is something that we’re battling because we are battling a massive mental health pandemic.
That’s extrapolated into an identity pandemic, and it’s extrapolated into a violence pandemic as well. But it’s all, it’s all based on mental health, right? Because all these social media companies and ai, whatever, is essentially leveraging a relationship with [00:09:00] the men, like the mental health component of our children while we, the parents have lost that, lost that piece.
And which means that that piece itself is going to be the seed of the purpose economy. Right? Because, because ultimately, no matter what happens, if we took the world, the away that we built currently, ’cause we’re really in a world that we all created, like we’re not really, you know, this isn’t nature. Like we live in technology, like we’re talking to a webcam right now.
Mm-hmm. You know, like, like, so. So in that transition, that means the fundamental aspect of a purpose economy is the ability for us to be connected as people, for there to be for, for love and compassion, kindness and understanding is also that building block of. Because that building block can never be taken away Like that is a hundred percent I can bet everything I have that I will not [00:10:00] give my child a false hope for the future they’re about to inherit, right?
That we’re building and allowing to manifest. So, so in essence, like feelings are going to be a very huge component. As well as that. As well as the extraction of those feelings into social emotional learning.
Amanda: Yes. Right.
Adrian: Which means that the education system in its first fundamental shift needs to realize that the basic learning blocks.
Like, so take us take a step back. AI can deliver personalized learning, it can deliver personalized insight, dah, dah, dah, dah, right? But all that really is gonna do is it’s gonna shrink. A 13 year education into like a year. Mm-hmm. Really? Because it’s gonna be so incredibly efficient, right? Yeah. And there’s also gonna be so much stuff that you just don’t need to learn because AI is your buddy.
Amanda: [00:11:00] Yeah. Right?
Adrian: So you actually don’t, so now what you have is like, okay, well then what Is there school at all? Right? Like, what’s it preparing you for? But what it’s preparing you for and where we’re actually heading is a world that’s no longer codependent on the material space, but it is in that transition, which is what we talked about before, is like that pivot is gonna shake up the world from a mental health standpoint.
Right? Because, because ultimately the karma, like I believe in karma and I think that. The way we mold our relationship with our children is almost, almost like a karmic lesson. And when you don’t participate in that karmic lesson for you to become a better person and to learn from your child, which is really what.
I feel like we can all agree that we all become better people because of our kids. So if we disconnect with them enough that, that we don’t actually participate in that, in that piece of the inheritance process, [00:12:00] which is this karmic learning between parent, child community, and that’s been completely taken away.
Then the karmic consequence is our present reality. The karmic consequence of not having that closeness is why children currently. Have so many mental health issues or our society has an identity issue and, and whatever, because we’re so detached, and all of that time has been taken away to the seven and a half hour average screen time per day per day.
So,
Amanda: yeah, I, I just wanna respond to this beautiful story you told about when your son was born. I just, I, that really, that was very touching and I, I, I just. I credit you for throwing your book out and just looking at your little boy and saying, you know, this, his feelings are what matter most. [00:13:00] And right now, I mean, the school that I taught at, um, most recently, I mean, I’m not teaching right now, but they had like a very, um.
They, they were definitely prioritizing mental health and had, um, this center that kids could go to and they, they hired, you know, a, a school counselor to just, uh, it’s the wellness center. And, but the way, it’s really hard because it’s sort of been inserted into a system that’s. Broken because the system, it’s so fast paced and kids have to go, they only have like six minutes between classes and mm-hmm.
A lot of it is lecture and textbook and you know, just a traditional education and everyone’s competing for grades and everyone has to do a, you know, a club and they have to, it’s, it’s [00:14:00] a toxic achievement culture. And there’s a book called Never Enough that I think really. It, it just explains a lot of where the mental health crisis is coming from and it’s this, you know, this competition to get ahead and even kids who have above a 4.0 and have done all the extracurriculars aren’t getting into college and, and, and, and so I’m just, uh, it, I, I, I really agree with.
Prioritizing feelings, uh, and, and asking our kids, how are you doing? But it’s like, how do you go from, you know, kids having six classes and you know, they have like all these, you know, like calculus and biology and you know, advanced English. Like how do you go from that to what you’re describing? Like, I don’t, I don’t know.
Adrian: Well see, see, see, the, the thing is, is that. [00:15:00] It’s, this is something that’s gonna happen to us, not something that we’re gonna do. Like that. What you’re talking about is already happening. Mm-hmm. You see? You see what I mean? Because the demand for the child to know advanced whatever is no longer needed,
Amanda: and they see that good, see that, and they’re confused.
And I think conversations like this with adults,
Adrian: yeah.
Amanda: Would be so empowering and validating, but it’s like, this is my future. What do I do? Right? I’m working on getting a 4.0 right now, like, you know what I mean? Like, yeah. What about today or tomorrow, Adrian, these
Adrian: kids. But it’s not, but, and and that’s the contradiction.
’cause it’s like, I think that’s the contradiction or, or whatever the right word, maybe it’s not a contradiction, it’s the, whatever the word, the correct word is. But it’s like, I always just like [00:16:00] to reference, it’s like even our feelings currently in a way about all this stuff just aren’t real. Like half the stuff we think isn’t real.
Because even the concern like your, like for example, what you just expressed in your mind envisions a space of time that it takes that is actually like a 10th of how much time, like the time you think these transitions will take, are gonna be a 10th, right? Be because even currently. What we don’t under what we don’t see, which is why it is like what’s not real is that the feedback mechanism that our society has around occupations and employment and our economy are based on a slow system.
Right? They’re based on like papers and analysis like, like by the time the data comes for us to know what’s happening, we not only are gonna be like six months al another six months past. But that six months in AI time is like [00:17:00] 50 years of evolution. See? See what I’m saying? So now we’re 50 years ahead and six months from now, and we’re not even thinking about that, right?
So there’s, there’s pieces of our society, because of ai, like all of a sudden you’re gonna have plasma drives or some, some, some crazy stuff’s gonna start emerging, which is gonna distort everything again and again and again. Which goes back to focusing on. Not get, creating false hope and focusing on what’s really important.
Because every time these shifts occur, and every time we allow ourselves to believe in something that is not real in the future, we’re tearing our little children’s hearts out. They start like, kids need something to believe in, like every human on earth does. Like most of us have, have memories of the first time someone outside of our family like told us they believe in us.
And it sticks with you so much that all of a sudden, you know, like you, you literally do things in your life because someone believed in you for a moment. [00:18:00] You know? Yeah. And so imagine if that belief becomes not real, you know? And that, and that. And that’s why I think like. All of these debates and conversations like, like the only way for us to truly, truly see where we’re heading isn’t is not gonna be through looking at education.
It’s gonna be through looking at how our kids feel, because how our kids feel is a very, very amazing way for us to see the mirror of where we’re heading. You see? See what I mean? Like if our kids have mental, like Yeah. I mean.
Amanda: Maybe let’s use a case study like my kid. Okay. For example. Okay. Um, we are homeschooling, we, aria has been in public schools and private schools, and.
It’s not worked. It’s not, it’s not worked out very well for us. So we’re homeschooling [00:19:00] now and I am a parent who’s open to learning from my child and, and have, you know, asked. My kid, you know, like, well, and also just by observing, um, like how do you wanna spend your time? Like what do you care about, you know?
And what they care about is mainly birds right now, but also just all animals in general. And I’ve given up on, I mean, I haven’t given up, I mean, if my kid wants to go to college, they can go to college, um, whatever training they want. I mean, we’re saving. For something, but I don’t know what, you know, like, I really don’t know, and I’m okay with them not going to college.
Um, and I, I, I think I’ve sort of made peace with that and maybe that’s weird. Um, but yeah. And I. I don’t know if a lot of parents would say [00:20:00] that, and some of my, my friends are like, well, what a, you know, what are the requirements for graduating high school? And I don’t even, honestly, I’m not even, um, attached to that idea anymore either.
Adrian: Yeah.
Amanda: Like even graduating high school. But I don’t wanna like tell kids like, just drop out.
Adrian: I mean, do you know what I mean? To support your statement. You have the smartest being on earth in your pocket.
Amanda: My phone. Yeah. I mean,
Adrian: yeah. I mean, AI on your phone, like you, like there’s nothing you don’t know, like your, your codependence on Education for Survival and success is no longer dependent on education.
It’s dependent on this little AI being, you know, that is essentially there for you. It undermines the entire concept of education as it is, which goes back to, to why these conversations are so tough [00:21:00] with educators. But the, you know, like, it, it’s kind of like an, and that’s why I call it intervention. Like we’re in denial, but we’re not in, we’re only in denial because we literally don’t know, don’t know how to see past what is in front of us.
Which is seeing, you know, rows, rows of tables and the education system that’s used to the workforce and, and us like defining the success of universities, colleges, and schools in preparation for the workforce. Like, you know, but that, that will, what I was saying is like that’s gonna change super fast.
Like it’s not gonna take five years, it’s gonna take, the mental health thing is going to start getting driven so exponentially, especially now that. Online on social media, you no longer actually know what’s real or not. Like, like now this concept of what’s real and what’s not real has caught up to us.
Yeah. And so maybe we talked about it before, but now it’s literally so insane that you actually don’t even, like for all, you know, I’m an AI right now. [00:22:00] Like I could actually be an AI and you would not know, like, like I, there are systems where you can participate in Zoom meetings as your AI self,
Amanda: but what about your dog?
Adrian: I mean, he, he true. But I’m sure AI could animate him too. You know,
Amanda: this is getting creepy now. You’re making your ai
Adrian: Yeah. Talking about how, how AI is not, but yeah, I mean. I don’t know. I kind of went left, although, I’m sorry.
Amanda: No, it’s okay. But you,
Adrian: you were saying is like college, college and even high school.
I think you’re right. And I think that you as a parent and even an educator would see a thousand if my child wasn’t codependent on learning math or biology. That child would benefit a thousand times more from personal development, from building relationships, [00:23:00] talking to people like learning what com, how to communicate effectively, learning, finding some passion and love for birds.
And like going and exploring nature, like traveling a little, like go to the beach and explore birds at the beach. Like go and do stuff like enjoy the planet. You know, like enjoy life. Like that’s a purpose economy. It’s like enjoy the purpose of the fact that you woke up and opened your eyes and are here.
Amanda: Yeah.
Adrian: You know? And, and, and. Uh, yeah. And I think that not farfetched, like it is really not farfetched. We just waste a lot of money as a society.
Amanda: Well, well, and that’s what I was gonna ask you is what about money? What about income? How is my kid. Going to support themselves. Right. And I guess, uh, yeah, I mean, if they’re not gonna graduate high school and they’re not gonna graduate college, which I’m sure a lot of my listeners are just shocked by what I’m saying right now, but they don’t know my [00:24:00] kid.
Um, and I, but I like if they were in a regular school, they’d be in sixth grade, they’d be entering. This, and they’re in a high achieving, we, we live in a high achieving quote unquote school district. Right. And, and even in kindergarten, my kid was treated like they were college bound.
Adrian: Yeah. You know,
Amanda: and, and it’s just like, I, I don’t, I mean, I do, I believe in what you’re saying and really, um.
Asking, what do you want out of life? Like, how do you feel? Um, how do, what do you see that’s dark in our world that you would wanna change? And these are things you were saying in our last episode about just letting kids dreams guide us. Mm-hmm. But I am still kind of hung up on this idea of like, well, how are they gonna get money?
You know?
Adrian: Right, [00:25:00] right.
Amanda: Are they just gonna live with me forever? And then there’s that topic of over parenting that we, okay, I see what you’re saying. Go into as well. But I don’t know, what do you think about all that?
Adrian: I think, I think those are very valid concerns. I see those concerns go away in the future.
And, and again, like I always need to preface like I’m not, I’m not talking about like socialism or communism. I’m talking about because, because like, like that’s not what my references are. I’m just referencing a concept of a way of life. I still remember my parents teaching me about what life was like, both the good and the bad.
When, when, when Lov, like when we are from Slovakia was socialist, but I remember them telling me like they’d get up, go to work, they’d be home by two or 3:00 PM along with their children. [00:26:00] They’d have the entire day to spend with their kids because you didn’t have to work so much. Hmm. Right? Like, how much are we, are we in America working because of debt rather than necessity?
Amanda: We’re working so nonstop. I mean, eventually. Yeah.
Adrian: Yeah. But that’s all for because of convenience, not necessity.
Amanda: Mm-hmm. Right. So,
Adrian: so now imagine, okay, so now we’re in the future a little bit, and because the economy pivoted. We had to create a bottom line support system for our children and our families. So we had to, not from a socialistic perspective, but just from a family perspective, like all of our children and families can’t be like, stressed out over having a roof over their heads or, or paying their basic bills or, or being able to eat, right?
So if the, if your fundamental needs are met. Which they are anyways. Like we’re still, we’re doing that now, right? We’re just gonna do it a little bit differently. [00:27:00] Like, like we are, as a country meeting our fundamental needs. If those fundamental needs were met with a little bit more efficiency, like we have enough food and shelter and water and the basic needs for us to be okay.
So in the future, literally us worrying about like how we’re gonna pay over for, for, for the things we have, like is a moot point because we have them. See what I mean? Like it’s not like all of America is gonna go be home homeless, you know?
Amanda: Well, but I mean, some people don’t. I mean, this country is so inequitable, like there’s just this huge, you know, and I live in the Bay Area and it’s just the contrast between rich and poor is between two.
Blocks. Yeah. You know? Yeah. And so there are people who aren’t, have, don’t have their needs met, you know, their, their food, you know, and safety and shelter, right? There are a lot of homeless people here in the Bay Area, and, and it’s, you know, it’s becoming more and [00:28:00] more apparent and, and it’s increasing, like, so I don’t know if I.
Adrian: Yeah.
Amanda: That it, but I think some people choose homelessness. Yeah. For a while. Maybe I don’t, or they can’t told my husband I wanna live in a tiny house. He doesn’t believe me. Um, or a van. Yeah. I mean, like, what’s wrong with that?
Adrian: There’s nothing wrong. There’s nothing wrong with it.
Amanda: Um, I’m just saying there’s
Adrian: enough stuff out there for us to be okay.
Yeah. Like we could, like, we’re getting put. In a future where AI takes away a lot of this stuff where jobs aren’t something that we have to do anymore, we still have all the things that we need for us to be okay. And the time, we will get extra time. Just similarly, as in the education system, you, if you’re gonna incor, like you embed AI into education, you now create 80%, [00:29:00] 80% out of the a hundred percent efficiency.
What are you gonna do with the kids in the 80% and now you’re left with this beautiful thing that now you have the time and the freedom to help them grow as people. Not to teach them how to participate in the workforce now, you actually can help nurture their soul, build their relationships, learn how to communicate and spend the time that we need to spend, which is learn how to be a human, how to be an American family, so like we can all feel like we are a family and that all of our kids funda on a basic fundamental level, aren’t living under the.
Pressures of finances or whatever else, you know, that’s currently detrimental to a lot of homes. You know, like worrying, a parent worrying about food not only affects the parent, but it affects children, it affects the entire family, it affects the community, it affects our safety in some cases, you know, [00:30:00] like all that stuff.
Will ultimately resolve itself because we’re pushed into that space anyways. Like, like people adapt, we’re gonna adjust our system. The key to the conversation that you like, that you brought up is preparing for the future, right? Which means that we have to, on some level, understand which problems are real.
Like, are, are, are the problems we’re talking about real now or are they real in the future? Well, ’cause if they’re not real in the future. Then we can’t add them into the equation of preparing for the future. You see what I mean? Like because preparation, do you see, like if you’re preparing for the problems of the present in preparation for the prob for the future itself, you are creating, you’re not creating past a future present preparation.
You’re creating like present preparation. [00:31:00] Present future. You see what I mean? There’s a difference between future present and present future, I think. Right. And if you do present future preparation, you are projecting the problems of the present into the future. Yes. Which is why we’re in denial. Like we’re in denial because we’re, we’re projecting problems of a society that exists around us now into a society that doesn’t exist.
Amanda: Yeah, I get what
Adrian: you’re saying. We have to do the opposite. We have to do future present preparation. So what is the future we want our children to inherit absent of the problems, and let’s prepare them. For the absence of those problems, which means now we have to like, which means there’s no hypothetically people are kind in that future.
People do understand each other. In that future people do get along. People don’t need to worry about X, Y, Z, right? Mm-hmm. So
Amanda: aren’t working as much.
Adrian: Yeah. Aren’t working. Don’t have to work. Awesome. So if I’m not working, because I don’t have to, like, [00:32:00] that’ll resolve itself in a different space, right? Not in our education system, then cool.
Like, what am I doing? I’m probably spending time outside, like spending time with family. Okay. Like what does that look like? Who can prepare me for that? Well, teachers can help us learn how to communicate. They can teach my parents how to teach me how to communicate better. They can guide us to com kids to communicate with each other better.
They can help me understand how I feel, the difference between feelings and emotions. Duh, dah, dah, dah, dah. Right? So it becomes this like purpose-based, soul-based. Economy versus the material economy and, and that’s that. That’s what I think is the biggest contradiction because we, which is also this book, right?
It is the exercise of of being able to verbalize and communicate your dream using the dream guide in future present tense. Like that’s the entire purpose of that book really is so I can identify how my kid feels and learn as a parent [00:33:00] together with them to verbalize it in a future present tense so we can talk about the world we want them to inherit.
Until we do that, we don’t know how to do inheritance. Like inheritance doesn’t happen from the present. Inheritance happens over time, and it happens by us choosing the future we want and adjusting the present for that future to exist, which I think is the kind of like, it goes back full circle to the whole how our children feel because that’s, that’s something we can all agree on from the future and adjust our present to align with it.
Everything else becomes a debate. And, and we pull in too much fear and doubt about our current economy, current systems, current, whatever, to actually even agree on it, agree on it, you know, and then we pull in all the other scary stuff, the doom and gloom, you know, but you, but you can’t pull in doom and gloom for how your children feel and for purpose and for love and kindness.
Like there is no [00:34:00] doom and gloom for that there, like, ’cause we all know what it looks like. What do you think like the biggest struggle would be? From an educational standpoint, if society like, so let’s say like we we’re gonna, no matter what, the education system will be there, it can transform. But let’s say there are no jobs.
What do you think the biggest challenge for educators to pivot comfortably, right? Because right, right now the entire education space is really just gung-ho about putting the alien everywhere. But in the meantime, the contradiction that’s occurring is, is that because of that same alien, the economy is no longer needing.
Like an ex, the majority of, like, for example, this year, 35% of college degrees themselves face accreditation issues because the alien has replaced those functions, right? So, so we can be gung-ho about, you know, putting the alien in the classroom and learning how to use the alien and all this stuff, which.[00:35:00]
And, and talking about alien literacy. Even that’s funny. Like, yeah, let’s teach kids about alien intelligence literacy, which is like, okay, like what does that even mean in the future? Like what does that mean in the future? Like I get it now. Like, oh, kid needs to know how to prompt to create an agent, whatever.
But like. Six months from now, the alien will create its own little aliens and it’s going to get organized little aliens together, which is these AI agents. Right. And it’s gonna fulfill functions of entire companies. Like, it’s not gonna need a human to participate, you know, like, because the aliens know better.
Like, that’s the truth. Like the aliens have more data, have more errors that were occurred, you know what I mean, in, in their mind than we do so, so. The education space really has to face that hard reality that sometimes I get a lot of pushback about. ’cause everyone is gung-ho for a AI in education. But we’re com we’re assuming in that [00:36:00] space that the economy’s the same, but it’s not.
You know, so we have, education has to shift to the new economy before it occurs. ’cause otherwise we’re essentially gonna fa face a massive collapse of children’s sense of identity and purpose, which leads in massive exponential increases in suicide, exponential increases in absenteeism, like you said.
And just overall like violent, the eruption of violence. ’cause those kids who. Have lost their sense of purpose and aren’t willing to just give up on life, are gonna get more and more aggressive about fighting for life or finding problems or whatever.
Amanda: Well, you, you just, you just answered your own question.
You asked what would be the biggest. Challenge for teacher, like what you’re describing is the challenge, like the kids’ behavior. Like if we keep going on the path that we’re going on and what you just said, letting the aliens take over and just trying our best to patchwork some lessons to [00:37:00] teach kids how to use it re responsibly and ethically.
I don’t know how, I’m sure there are teachers having these discussions in their classrooms, you know, debates or Socratic seminars about like
Adrian: Yeah. You
Amanda: know, the harms and the helpfulness of ai. Like I know these things are happening. Yeah. But, um, yeah, I just, the system, the way that it is right now is the way it’s always been since public education was created in this country.
You know, that kids are going from class to class, they’re sitting in desks, and now we have Chromebook carts and we have cell phones and
Adrian: Yeah.
Amanda: And, and it’s just like, but we, the system is still the same. You know, the structures still the same.
Adrian: Even those AI schools where they’re like, they don’t have classrooms and all that stuff.
Right. But it’s still the same economy.
Amanda: Yeah. And they’re still working to go to college, right, exactly. Yeah. To get a degree to then get a job and that, that path is not guaranteed anymore. Even [00:38:00] for kids who are majoring in, in like tech or whatever. Yeah,
Adrian: even radiology, like I was talking to this.
Healthcare foundation ’cause they wanted to help us. And me and the guy that’s their CTO, he is like, yeah, it’s crazy. ’cause my, actually, my granddaughter just graduated with a radiology degree, but I just implemented technology where AI handles all the assessments. So AI reads, the CAT scans, reads the MRIs.
It does. It is the radiologist. Radiologist like just looks at it. But that means now instead of need, like for human validity. For now. Right. Because for now it can’t graduate on paper. But it has done, you know, it’s, it’s passed the, all, all the exams from being a lawyer to being a doctor or whatever. Yeah.
But, but he’s like, you know, like, it’s like my child, my grand granddaughter is probably not gonna get a job like it is. She’s, he is like, it’s very likely that her degree means nothing, which is that accreditation issue. Right. Like, we’re not [00:39:00] preparing for the transition. And really the preparation for the transition is, is actually for us to come to the table as a people and not address what’s in front of us, but address what, oh, sorry.
Not, not address what’s present in front of us, but address what’s gonna be in front of us in the future, which is the freedom. It’s actual a, a form of freedom, right? Like now we can actually all address the big issues, which is. What, what you said would be like, how can I, as a teacher, help parents connect with their kids more?
How can we, as schools, teach communities and parents and, and to connect and handle relationships and build deeper connections with their kids? And like, what are some things, what are some field trips you could go on as a family, you know, to deepen your bond and, and like. And learn to break these like general generational curses of like trauma that’s passed on from gen.
Like that’s what the education system’s gonna be. It’s all gonna become about the soul [00:40:00] and the mind and renourishing, you know, what it means to be human back to, to actually having freedom from suffering, which is where we’re really, you know, ultimately we all want to experience some form of no matter what religion you’re in, some form of heaven on earth.
But for us to get there, we all have to heal together. But that’s kind of where I was saying is like, like, like, yes, I’m partially answering the question, but it’s like, like how do we get the education space to pivot to that? You know, like to actually start exploring because they’re so heavily exploring the AI space.
Like how do we actually explore the human space, you know, like for edu edu, the education system to start talking about like where it is that we’re truly going rather than where we’re at.
Amanda: Yeah. Yeah. I don’t know. I really don’t know the answer to that question. I think it just ’cause every school has different.
You know, systems, every [00:41:00] state, every district, it’s, it’s like, how do you, um, how do you change? And I think it is, it, it is grassroots. Like it has to be grassroots at this point. That’s you and I right here, talk, having this conversation right now. True. Right, but true
Adrian: because, because you’re right. ’cause then it goes grassroots to the families.
Amanda: Yeah.
Adrian: Like AI integration and so like, security and like. Our foundation is helping schools, organizations, with that, like technology for a future is to help them get ahead. But at the same time, we always, I always talk to ’em. I was like, this is not your biggest concern. Like your biggest concern is like how you’re preparing the kids for the future, which will have nothing to do with ai.
Like it will have something to do with ai, but it won’t, like AI is not gonna help them. Make sure they’re okay. Like in the end, the only people that are gonna do that is their friends or their loved ones, their [00:42:00] parents, our community leaders. Like we also need to start believing in each other.
Amanda: Yeah. And creating
Adrian: kindness, like you said, like that painting you have.
Amanda: Oh yeah, yeah. I have that right there.
Adrian: Choose kindness. Yeah. Yeah, exactly. That’s what we need to do. Like that’s the new education system.
Amanda: Yeah. Because we all have
Adrian: to trust each other, you know?
Amanda: Yeah. I totally agree. Thank you so much, Adrian, for everything you’re doing. Um, I really, really appreciate you.
Adrian: I appreciate you as well.
Thank you.
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